Systematic Review of Service-Learning in Youth Physical Activity Settings

Carson, Russell L.; Raguse, Allison L.

doi:10.1080/00336297.2013.814578

Cited by 53 publications

(53 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The learning climate created by the teacher and the student's active participation have been identified as fundamental to increase students' motivation [49]. Cooperative Learning climates, like the ones promoted in this study, can boost students' motivation in Physical Education since they have been found dependent upon three elements: cooperation, participation, and respect [50]. The three were fostered by the different task experienced by the teachers (e.g., group challenges, icebreakers, trust activities).…”

Section: Discussionmentioning

confidence: 81%

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

et al. 2019

View full text Add to dashboard Cite

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

show abstract

Section: Discussionmentioning

confidence: 81%

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

et al. 2019

View full text Add to dashboard Cite

show abstract

“…In this sense, on the threshold of the third millennium, Eyler and Giles [14] already pointed out that SL was a valid option to satisfy these approaches. Particularly, the competence-based approach to train Physical Education Teacher Education students (PETEs) encourages the implementation of SL, allowing students to apply learning in real conditions [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

et al. 2020

View full text Add to dashboard Cite

(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

show abstract

“…When training PTs, SL produced personal, social, and professional development; emotional engagement and cognitive readiness with the community; and increased evaluation skills (Chambers & Lavery, 2012;Seban, 2013). On the other hand, one of the characteristics that defines SL in PE, in contrast with other fields, is that SL involves physical interaction and active participation (Carson & Raguse, 2014;Cervantes & Meaney, 2013). When it comes to training PTs in PE, SL has increased their knowledge of the curriculum, their perceived competency as teachers, and their teaching strategies (Galvan, Meaney, & Gray, 2018;LaMaster, 2001;Meaney, Griffin, & Bohler, 2009).…”

mentioning

confidence: 99%

Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

Peris

Gil-Gómez

Chiva-Bartoll

2020

Journal of Teaching in Physical Education

View full text Add to dashboard Cite

Purpose: To compare the development of teaching competency in preservice teachers of physical education (n = 96) through two different modalities of intervention from the same service-learning program. The preservice teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. Method: The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two nonequivalent experimental groups implementing the following instrument: the Teaching Competency while performing Motor Skills and Body Language Games Rubric. Meanwhile, qualitative analysis was undertaken by elaborating upon 12 life histories of multiple crossed stories. Results: The quantitative results provided significant evidence regarding the academic effect of service-learning on preservice teachers, while the qualitative interpretation complemented this view, reflecting on how this learning was developed. Discussion/Conclusion: The authors provided the original findings of the service-learning effects on the teaching competency of preservice teachers as well as the promotion of additional academic and social learning.

show abstract

Systematic Review of Service-Learning in Youth Physical Activity Settings

Cited by 53 publications

References 46 publications

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach

Contact Info

Product

Resources

About